My Teaching Philosophy Checklist

• Understanding multiple intelligences and different styles of learning is important. Each student is unique and may respond to one method over another. Recognizing visual, auditory, kinesthetic, interpersonal, and other learning styles is important to creating dynamic and engaging learning situations that connect with all students. The key word often invoked that is related to this is “differentiation”. You must teach to various ability levels, as well as different styles of learning. This applies to ELL and ESE students as well that have specific needs that should be individually addressed. Universal design for learning concepts are now being recognized as a way to reach all learners with various needs and abilities.

• Learning is a process of unfolding, blossoming and evolution. It should not be a procedure in which an authority inserts content into pupils, but rather a guidance of the natural abilities of the learner. This perspective has long ranging effects and is not merely a matter of a difference in instructional methods but is also a difference in the student/teacher relationship, and a difference in the definition of the nature of intelligence and learning. This constructivist approach where students create meaningful learning experiences is an important part of my philosophy. On a practical level this means I value engagement and critical thinking activities in which students find self-expression. I would favor project based learning, real-world applications, essays, portfolios and/or performance measurements at least as significant supplemental to standard multiple choice question testing. On a personal level it means being adaptive to students needs and bonding in a way that can help them individually.

• Education is enjoyable! Engaging student’s curiosity and energy to bring out their capabilities should be an important value when considering instructional materials and methods. Learning is and should be attractive and fun. The attitude of the teacher in terms of enthusiasm and approach can make a difference in this regard, as can the methods used. Educational games, humor, and the use of play to explain and elucidate concepts can help students remember and find joy in discovery. Focus and hard work may be necessary components, but they are not incompatible with enjoyment. Positive feedback (that is recognized by the learner as warranted rather than excessive) helps to spur on motivation.

• Social and emotional development is an important thread running all through the various stages of a child’s education. This should be acknowledged as an inevitable aspect that is interconnected with learning rather than merely a “classroom management” topic; it is a vital component to understanding specific student’s behavior as well as how you lead a class as a whole. For instance, if a child is self conscious and afraid of embarrassment when asked to get in front of the class and give an oral report, or perform something on the chalkboard, then perhaps they need encouragement and specific scaffolding experiences to help desensitize them in this situation. Using assessment methods that are truly measuring what they purport to measure is important for valid results. I would prefer to take a balanced stance whereby I do not micromanage students’ interactions with each other, yet set clear expectations and limits, as well as model appropriate behavior. Teaching specific character strengths is something I find important to weave within lesson plans. Cooperative learning, giving children the opportunity for leadership, and learning through teaching are various strategies that integrate essential social learning theory components.

• Respect for self and others This should be the basis of all healthy relationships which includes the teacher-student dynamic as well as peer to peer interactions. I like to start of the year with a "respect agreement" which students and I create together. We should all want to see the best in each other and avoid labeling (stupid, lazy, etc.) while also listening to each other with courtesy, making honest efforts to clarify confusing situations, and striving for awareness of everyone’s innate dignity. This applies to me as a teacher as well as to the students I work with. Students are not subordinates but full human beings in the process of development; they deserve respect as much as they should give it. I strive to be considerate and accommodating rather than rigid and authoritarian. There is still need for a direct structure and firmness, but this exists within a framework of mutual appreciation and respect.

• Perspective on Common Core. I understand the common core practices as attempts to ensure that children are truly learning and understanding material rather than parroting back what they have heard or getting the “right” answer without understanding why or how. This is a worthwhile goal…to value the integrity of true learning which includes creativity, synthesis, and elaboration. As with most standards there is a danger of narrowly teaching to details without making sure students understand the broader concepts. I believe the common core was hoping to reduce the danger of that, however in the race to have lessons become common core compatible, some may lose the forest through the trees. It is hard to completely safeguard against bad teaching by pure methodology. The personality and implementation strategies of the teacher and school will always have so much influence. Overall I welcome common core objectives as useful tools that speak to the importance of sincerely reaching children where they are, but not as dogma to instill anxiety into the learning situation. Whatever the standards may be it is imperative to foster critical thinking skills and help students truly understand material as well as how to analyze effectively.

• Incorporating various strategies. I appreciate the different approaches put forth in the inquiry-based learning models, constructivist styles, and Montessori methods. These approaches value the student centered focus. I find that the debate between learner-based vs curriculum-based methodology for me is answered in that I find both valuable approaches. Just as we understand human behavior as mixture of influences from both nature and nurture, we can best understand good teaching as a mixture of learner centered and curriculum centered strategies. They complement and need each other. Other methods that I have come to appreciate in my teaching are; Avid strategies, Kagan learning models, 21st Century skillsets, STEAM, and Arts Integration. As a teacher I strive to keep learning myself and remain open to new idea, methods and training. I live by my philosophy and value lifelong learning within myself to grow and become a better teacher.